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Teaching and learning processes in education for children’s human rights: a research synthesis
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
Örebro universtet, Institutionen för humaniora, utbildnings- och samhällsvetenskap (HumUS).
2016 (English)In: Cogent Education, ISSN 2331-186X, Vol. 3, UNSP 1247610Article in journal (Refereed) Published
Abstract [en]

The study presented in this paper is a research synthesis of earlier studies. Drawing theoretically on the northern European Didaktik tradition, the paper examines how issues relating to the teaching and learning of children’s human rights have been approached in educational research. The purpose of the paper is to map and synthesise the educational interest in children’s rights research with a view to identifying the motives, content and processes of education for human rights suggested in research. The chosen publications are analysed in three steps, based on three didactic questions: what, how and why. Six educational categories in the teaching and learning of children’s human rights are identified: involvement, agency, awareness, citizenship, respect for rights and social change. In each category, the motives, educational content and processes are clarified. A conclusion is that even though the motives for rights education vary, the content and processes in the education seem to rotate around human relations and interaction.

 

Place, publisher, year, edition, pages
2016. Vol. 3, UNSP 1247610
Keyword [en]
children’s rights, human rights, education, Didaktik, didactics, teaching, learning
National Category
Didactics
Research subject
Curriculum Studies
Identifiers
URN: urn:nbn:se:uu:diva-284625DOI: 10.1080/2331186X.2016.1247610ISI: 000387266300001OAI: oai:DiVA.org:uu-284625DiVA: diva2:920736
Available from: 2016-04-19 Created: 2016-04-19 Last updated: 2016-12-13Bibliographically approved

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Brantefors, Lotta

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